Sea Level Change/Coastal Inundation

Topic(s):

Atmosphere, Biosphere, Climate, Cryosphere, Geosphere, Oceans

Scenario:

History provides many examples of nature's impact on civilizations that developed too close to the water. Herakleion and Eastern Canopus on Egypt's northern coast, for example, were cities of grandeur and important trading centers. Both now lie under the waters of a shallow bay. And Atlit-Yam, a well preserved village dating back to about 7000 BC near Haifa, Israel, now lies hidden under the Mediterranean Sea. If you want to see the sun from the ruins of these and other ancient cities, you have to do so looking up through meters of sea water.

Rising sea level is an ancient problem that has come back into focus because of climate change. It is a major concern for the Maldives where the president and his ministers held a cabinet meeting underwater to call attention to the potential threat to this low-lying island nation in the Indian Ocean.

Sea Level rise is a hot topic for research, debate and conjecture. Close to 55% of the United States population lives within 50 miles of the coast. Scientists are interested in why global sea level changes and at what rate. Research shows, that changes to sea levels are not the same around the world.

Taskings

Basic Tasking. Your group has been approached by the United Nations Environment Programme (UNEP), tasked with environmental planning and global climate change. Because of your training in Earth system science, they have asked you to help them address the implications of potential sea level rise on salt marshes along the southeastern United States.

Comprehensive Tasking. Based on your group's background in oceanography, the North Carolina Environmental Management Committee has asked your group to estimate sea level rise along North Carolina's coasts in the next 50 years. They are interested in likely Earth systems' changes and need an assessment of the possible impacts from economic, social and political perspectives.

Sea Level Rise Website
(Cycle A)
In Hawaii, sea-level rise resulting from global warming is a particular concern. Riding on the rising water are high waves, hurricanes, and tsunami that will be able to penetrate further inland with every fraction of rising tide. In addition, the coastal groundwater table is likely to crop out above ground level and lead to widespread flooding.

The Ecological Effects of Climate - Sea Level Rise
(Cycle A)
"Rising sea level has worldwide consequences because of its potential to alter ecosystems and habitability of coastal regions. The vulnerability of coastal areas varies with shoreline physical attributes and the amount of development. Low-lying, developed areas in the Mid-Atlantic, Southeast, and Gulf Coast are especially at risk."

Coastal Erosion, Global Sea-Level Rise, and Loss of Sand Dune Plant Habitats
(Cycle B)
Much of America's coastline is threatened by overdevelopment and coastal erosion, driven by global sea-level rise, a problem that is attracting the attention of researchers around the world. Although we have now acknowledged the impending risks, little is known about the response of spatially dependent dune plant communities to the loss or restriction of their habitat.

NOAA and EPA Partnership on Coastal Management
(Cycle B)
"The Coastal Community Development Partnership brings together NOAA and EPA offices to better support state and local governments as they promote safer and smarter development along the coast."

NOAA's Sea Level Rise and Coastal Flood Frequency Viewer
(Cycle B)
Use the slider bar beside the map to see how rates of sea level rise will impact a community. Flooding frequency information is also provided. This visualization tool (the prototype was developed for Wilmington, Delaware) is helpful for those involved in coastal planning and any effort to educate citizens about local sea level rise issues. See also Digital Coast, from the NOAA Coastal Services Center.

Sea Level Rise, After the Ice Melted and Today
(Cycle B)
"Global sea level has fluctuated widely in the recent geologic past. It stood 4-6 meters above the present during the last interglacial period, 125,000 years ago, but was 120 meters lower at the peak of the last ice age, around 20,000 years ago."

Nova's Mountain of Ice: Impact of Ice Melting
(Cycle C)
This site allows viewers to observe the impact of ice melt on the United States' coastlines. The worst-case scenario is a complete collapse of the sheet, which would increase sea levels by as much as 20 feet.

Ocean Literacy
(Cycle C)
"An understanding of the oceans influence on you and your influence on the ocean." contains links to the Ocean Literacy Principles.

Sample Investigations:

Climate Change and Sea Level Rise
(Cycle A)
"In this lesson, students will practice the steps involved in a scientific investigation as they learn why ice formations on land -- not those on water -- will cause a rise in sea level upon melting."Difficulty: beginner

The unit provides an inquiry-based exploration of the lines of evidence for periodic melting of ice and resulting sea level rise: glacial evidence, geologic evidence, fossil evidence, and isotopic evidence. Students learn about the worldwide effects of sea level changes in the past and then use a study on topography and sea level to demonstrate their understanding of impact of sea level change on flora, fauna, and human society."Difficulty: beginner

Thermal Expansion and Sea Level Rise (COSEE)
(Cycle B)
This activity provides an opportunity for students to investigate how thermal expansion of water affects sea level rise. The suggested lab activity allows students to observe and describe the change in water level in a container when the water is exposed to heat.Difficulty: beginner

Thermal Expansion and Sea Level Rise (COSEE)
(Cycle B)
This activity provides an opportunity for students to investigate how thermal expansion of water affects sea level rise. The suggested lab activity allows students to observe and describe the change in water level in a container when the water is exposed to heat.Difficulty: beginner

Standards:

ScienceNational Science Education Standards - Science Content Standards
http://www.nap.edu/readingroom/books/nses/html/overview.html#content
The science content standards outline what students should know, understand, and be able to do in the natural sciences over the course of K-12 education.

K-12 UNIFYING CONCEPTS AND PROCESSESThe understandings and abilities associated with the following concepts and processes need to be developed throughout a student's educational experiences:

Systems, order, and organization

GRADES 5-8 CONTENT STANDARDS

Science as Inquiry (Std A)

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry

Physical Science (Std B)

Transfer of energy

Life Science (Std C)

Populations and ecosystems

Diversity and adaptations of organisms

Earth and Space Science (Std D)

Structure of the earth system

Earth's history

Science and Technology (Std E)

Understanding about science and technology

Science in Personal and Social Perspectives (Std F)

Populations, resources, and environments

Natural hazards

Risks and benefits

GRADES 9-12 CONTENT STANDARDS

Science as Inquiry (Std A)

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry

Physical Science (Std B)

Motions and forces

Interactions of energy and matter

Earth and Space Science (Std D)

Geochemical cycles

Origin and evolution of the earth system

Science and Technology (Std E)

Abilities of technological design

Understanding about science and technology

Science in Personal and Social Perspectives (Std F)

Population growth

Environmental quality

Natural and human-induced hazards

History and Nature of Science (Std G)

Nature of scientific knowledge

MathematicsPrinciples and Standards for School Mathematics, National Council of Teachers of Mathematics (NCTM), 2000
http://standards.nctm.org/document/prepost/cover.htm
This set of Standards proposes the mathematics concepts that all students should have the opportunity to learn. Each of these ten Standards applies across all grades, prekindergarten through grade 12. Even though each of these ten Standards applies to all grades, emphases and expectations will vary both within and between the grade bands (K-2, 3-5, 6-8, 9-12). For instance, the emphasis on number is greatest in prekindergarten through grade 2, and by grades 9-12, number receives less instructional attention. Also the total time for mathematical instruction will be divided differently according to particular needs in each grade band - for example, in the middle grades, the majority of instructional time would address algebra and geometry.

STANDARD 2: PATTERNS, FUNCTIONS, AND ALGEBRAMathematics instructional programs should include attention to patterns, functions, symbols, and models so that all students—

understand various types of patterns and functional relationships;

STANDARD 5: DATA ANALYSIS, STATISTICS, AND PROBABILITYMathematics instructional programs should include attention to data analysis, statistics, and probability so that all students—

pose questions and collect, organize, and represent data to answer those questions;

interpret data using methods of exploratory data analysis;

develop and evaluate inferences, predictions, and arguments that are based on data;

GeographyGeography for Life: National Geography Standards, 1994

THE WORLD IN SPATIAL TERMSGeography studies the relationships between people, places, and environments by mapping information about them into a spatial context. The geographically informed person knows and understands:

How to use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective

How to use mental maps to organize information about people, places, and environments in a spatial context

How to analyze the spatial organization of people, places, and environments on Earth’s surface

PLACES AND REGIONSThe identities and lives of individuals and people are rooted in particular places and in those human constructs called regions. The geographically informed person knows and understands:

The physical and human characteristics of places

PHYSICAL SYSTEMSPhysical processes shape Earth’s surface and interact with plant and animal life to create, sustain, and modify ecosystems. The geographically informed person knows and understands:

The physical processes that shape the patterns of Earth’s surface

The characteristics and spatial distribution of ecosystems on Earth’s surface

ENVIRONMENT AND SOCIETYThe physical environment is modified by human activities, largely as a consequence of the ways in which human societies value and use Earth’s natural resources, and human activities are also influenced by Earth’s physical features and processes. The geographically informed person knows and understands:

How human actions modify the physical environment

TechnologyThe International Society for Technology Education
From http://www.iste.org and
http://www.edtech.sandi.net/index.php?option=com_docman&task=doc_download&gid=349&Itemid=229

BASIC OPERATIONS AND CONCEPTS

Students are proficient in the use of technology.

SOCIAL, ETHICAL AND HUMAN ISSUES

Students practice responsible use of technology systems, information, and software.

TECHNOLOGY PRODUCTIVITY TOOLS

Students use technology tools to enhance learning, increase productivity, and promote creativity.

TECHNOLOGY COMMUNICATION TOOLS

Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

TECHNOLOGY RESEARCH TOOLS

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.

TECHNOLOGY PROBLEM- SOLVING AND DECISION-MAKING TOOLS

Students use technology resources for solving problems and making informed decisions.